초등학생의 공격성과 지각된 인기의 종단적 관계

Abstract

Objectives This study investigated the prospective associations of aggression at the beginning of the school semester and perceived popularity at the end of school semester with the sample of 1,404 grade 3rd to 6th students in elementary school using Multi-Level Analysis. In addition, the study the contextual effects of peer community and friendship centralization in the prospective associations of aggression and popularity.
 Methods At student level, aggression and perceived popularity were measured through peer nominations. At classroom level, peer community consciousness was measured by aggregating the individual students’ a sense of peer community. Friendship centralization was measured by peer network survey.
 Results The results indicated that at the student level, relational aggression at the beginning of the semester was negatively related to perceived popularity at the end of the semester. At the class level, peer community was positively associated with perceived popularity at the end of semester, Moreover, peer community and friendship centralization moderated the prospective associations of relational aggression and perceived popularity.
 Conclusions According to our findings, higher peer community and lower friendship centralization mitigated the prospective associations of relational aggression and perceived popularity. This finding suggests that intimacy among peers and egalitarian friendship serves a crucial factor to foster health classroom peer ecology.